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FORMATIVE ASSESSMENT CLASS-IX - CBSE

FORMATIVE ASSESSMENTM anual for Teacherse-Typewriting- English/HindiCLASS IXShiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 IndiaTeachers' Manual on FORMATIVE ASSESSMENT in e-Typewriting- English/Hindi, class IXPRICE : EDITION August, 2011 CBSE, IndiaCOPIES:PUBLISHED BY:The Secretary, Central Board of SecondaryEducation, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092 DESIGN, LAYOUT:Multi Graphics, 5745/81, Reghar Pura, Karol Bagh, New Delhi-110005, Phone : 25783846 PRINTED BY:"This book or part thereof may not be reproduced byany person or agency in any manner."Hkkjr dk lafo/kuewy d kZO;m sf'kdkHkkx 4 d51 d- ewy d kZO; & Hkkjr ds izR;sd ukxfjd dk ;g d kZO; gksxk fd og &(d) lafo/ku dk ikyu djs vkSj mlds vkn'kksZa] laLFkkvksa] jk"V ot vkSj jk"V xku dk vknj djs_([k)Lora=krk ds fy, gekjs jk"V h; vkanksyu dks izsfjr djus okys mPp vkn'kksZa dks n; esa latks, j[ks vkSj mudk ikyu djs_(x)Hkkjr dh izHkqrk] ,drk vkSj v[kaMrk dh j{kk djs vkSj mls v{ j[ks_(?)]}}

FORMATIVE ASSESSMENT Manual for Teachers e-Typewriting- English/Hindi CLASS IX Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

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Transcription of FORMATIVE ASSESSMENT CLASS-IX - CBSE

1 FORMATIVE ASSESSMENTM anual for Teacherse-Typewriting- English/HindiCLASS IXShiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 IndiaTeachers' Manual on FORMATIVE ASSESSMENT in e-Typewriting- English/Hindi, class IXPRICE : EDITION August, 2011 CBSE, IndiaCOPIES:PUBLISHED BY:The Secretary, Central Board of SecondaryEducation, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092 DESIGN, LAYOUT:Multi Graphics, 5745/81, Reghar Pura, Karol Bagh, New Delhi-110005, Phone : 25783846 PRINTED BY:"This book or part thereof may not be reproduced byany person or agency in any manner."Hkkjr dk lafo/kuewy d kZO;m sf'kdkHkkx 4 d51 d- ewy d kZO; & Hkkjr ds izR;sd ukxfjd dk ;g d kZO; gksxk fd og &(d) lafo/ku dk ikyu djs vkSj mlds vkn'kksZa] laLFkkvksa] jk"V ot vkSj jk"V xku dk vknj djs_([k)Lora=krk ds fy, gekjs jk"V h; vkanksyu dks izsfjr djus okys mPp vkn'kksZa dks n; esa latks, j[ks vkSj mudk ikyu djs_(x)Hkkjr dh izHkqrk] ,drk vkSj v[kaMrk dh j{kk djs vkSj mls v{ j[ks_(?)]}}

2 K)ns'k dh j{kk djs vkSj vkg~oku fd, tkus ij jk"V dh lsok djs_( )Hkkjr ds lHkh yksxksa esa lejlrk vkSj leku Hkzkr`Ro dh Hkkouk dk djs tks /eZ] Hkk"kk vkSj izns'k ;k oxZ ij vk/kfjr lHkh HksnHkko ls ijs gksa] ,slh izFkkvksa dk R;kx djs tks fL=k;ksa ds lEeku ds fo# gSa_(p)gekjh lkekfld laL fr dh xkSjo'kkyh ijaijk dk eg o le>s vkSj mldk ijh{ djs_(N)izk frd i; dh ftlds varxZr ou] >hy] unh] vkSj oU; tho gSa] j{kk djs vkSj mldk lao/Zu djs rFkk ds izfr n;kHkko j[ks_(t)oSKkfud n`f" ] ekuookn vkSj KkuktZu rFkk lq/kj dh Hkkouk dk fodkl djs_(>)lkoZtfud laif k dks lqjf{kr j[ks vkSj fgalk ls nwj jgs_( k)O;fDrxr vkSj lkewfgd xfrfof/;ksa ds lHkh {ks=kksa esa mRd"kZ dh vksj c<+us dk lrr iz;kl djs ftlls jk"V fujarj c<+rs gq, iz;Ru vkSj miyfC/ dh ubZ mapkb;ksa dks Nw ysAge] Hkkjr ds yksx] Hkkjr dks ,d ^ izHkqRo&laiUu lektoknh iaFkfujis{k yksdra=kkRed ; cukus ds fy,] rFkk mlds leLr ukxfjdksa dks%lkekftd] vkfFkZd vkSj jktuSfrd U;k;]fopkj] vfHkO;fDr] fo'okl] /eZvkSj mikluk dh Lora=krk]izfr"Bk vkSj volj dh lerk2izkIr djkus ds fy,] rFkk mu lc esa] O;fDr dh xfjek vkSj jk"V dh ,drk vkSj v[ lqfuf'pr djus okyh ca/qrk c<+kus ds fy, n`<+ladYi gksdj viuh bl lafo/ku lHkk esa vkt rkjh[k 26 uoEcj] 1949 bZ dks ,rn~}kjk bl lafo/ku dks vaxh r] vf/fu;fer vkSj vkRekfiZr djrs gSaA1- lafo/ku (c;kyhloka la'kks/u) vf/fu;e] 1976 dh /kjk 2 }kjk (3-1-1977) ls izHkqRo&laiUu yksdra=kkRed ; ds LFkku ij izfrLFkkfirA2- lafo/ku (c;kyhloka la'kks/u) vf/fu;e] 1976 dh /kjk 2 }kjk (3-1-1977 ls)] jk"V dh ,drk ds LFkku ij izfrLFkkfirATHE CONSTITUTION OF INDIAPREAMBLE1WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :JUSTICE, social, economic and political;LIBERTY of thought, expression, belief, faith and worship;EQUALITY of status and of opportunity.}}}

3 And to promote among them all 2 FRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation]; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY TO OURSELVES THIS CONSTITUTION OF INDIAC hapter IV AFundamental DutiesARTICLE 51 AFundamental Duties - It shall be the duty of every citizen of India-(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;(c) to uphold and protect the sovereignty, unity and integrity of India;(d) to defend the country and render national service when called upon to do so;(e) To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;(f) to value and preserve the rich heritage of our composite culture;(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures;(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;(i) to safeguard public property and to abjure violence;(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and , by the Constitution (Forty-Second Amendment) Act.

4 1976, sec. 2, for "Sovereign Democratic Republic ( ) , by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation ( )Page (I)Continuous and Comprehensive Evaluation(II)School Based Continuous & Comprehensive Evaluation(IX)Continuous & Comprehensive ASSESSMENT and Evaluation in e-Typewriting- English/HindiXLAssessment Rubrics XLIe-Typewriting Syllabus and Scheme of Examination for class IX1 Unit 1: Introduction to e-Typewriting10 Unit 2: Keyboard Layout (QWERTY & INSCRIPT)16 Unit 3: Touch Typewriting21 Unit 4: Introduction to Word Processing 29 TERM-ITERM-IICONTENTSProf. Om Vikas, Retd. Prof. from DIT, Government of India. Mr. Yogesh Kumar HOD, Computer Science. Meera Model School, Bhatia, Mata Sundri College,University of Gayatri Subramanian, Consultant, Ministry of Corporate Affairs , Govt of Sunita Chug, Senior Lecturer, Mira Bai Polytechnic, Maharani Bagh, New Nancy Sehgal, Mata Jai Kaur School, Vineet Joshi, Chairman - Sadhana Parashar, Head - Innovations & Research, CBSE.

5 Mrs. Sugandh Sharma, Education Officer (Commerce) CO-ORDINATIONMATERIAL PRODUCTION GROUPEDITING COMMITTEEADVISORY BODY ypewriters were developed to prepare documents with uniform letter prints, to overcome illegibility of hand written material and produce documents faster. Initially typewriters were mechanical, then electric and electronic typewriters came into being. Over a period, QWERTY keyboard layout was in use and it became the defacto standard for Roman Typewriting. Computers also use keyboard as an input device. Keyboard layout has specific 'letter on key' allocation on the basis of frequency and count of letters over a fairly large sample of documents. High frequency letters are on middle/home row, distributed on both sides. For Indic scripts, Standard keyboard Layout is typewriters are now becoming fast extinct. Computer empowers the user to input information with accuracy, speed and additional features of Word processing. The syllabus of 'Typewriting' is hereby revised as 'e-Typewriting' with an additional unit on 'Word processing' in view of the growing use of computers for typewriting documents.

6 Self ASSESSMENT and keeping record of progress in Assignment files are encouraged so as to keep students motivated towards thanks are due to Prof. Om Vikas for steering the experts members Mr. Yogesh Kumar, Ms. Nancy Sehgal, Ms. Sunita Chugh, Dr. Bhatia and Ms. Gayatri Subramaniam for contributing towards development of the syllabus on -'e-Typewriting' and also the FORMATIVE ASSESSMENT Manual for also thank Ms. Sugandh Sharma, Education Officer for coordinating the meetings and bringing out the manual in this shape. It is expected that the students will enjoy this course even as an additional subject in view of the benefits of touch-typing skills in future career. We would welcome suggestions to improve upon content ASSESSMENT methodology in tune with the objectives of CCE.(Vineet Joshi)Chairman, CBSETPREFACEIE ducation aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school.

7 It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. At any given time and place they can be called the contemporary and contextual articulations of broad and lasting human aspirations and understanding of learners, educational aims, the nature of knowledge, and the nature of the school as a social space can help us arrive at principles to guide classroom practices. Conceptual development is thus a continuous process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the development of theories that children have about the natural and social worlds, including themselves in relation to others, which provide them with explanations for why things are the way they are and the relationship between cause and effect.

8 Attitudes, emotions and values are thus an integral part of cognitive development, and are linked to the development of language, mental representations, concepts and reasoning. As children's metacognitive capabilities develop, they become more aware of their own beliefs and capable of regulating their own of learningAll children are naturally motivated to learn and are capable of learning. Understanding and developing the capacity for abstract thinking, reflection and work are the most important aspects of learning. Children learn in a variety of ways-through experience, making and doing things, experimentation, reading, discussion, asking, listening, thinking and reflecting, and expressing themselves in speech or writing-both individually and with others. They require opportunities of all these kinds in the course of their development. Teaching something before the child is cognitively ready takes away real learning. Children may 'remember' many facts but they may not understand them or be able to relate them to the world around them.

9 Learning takes place both within school and outside school. Learning is enriched if the two arenas interact with each other. Art and work provide opportunities for holistic learning that is rich in tacit and aesthetic components. Such experiences are essentially to be learnt through direct experience and integrated into life. lllllContinuous and Comprehensive EvaluationIIlllllllLearning must be paced so that it allows learners to engage with concepts and deepen understanding rather than remembering only to forget after examinations. At the same time learning must provide variety and challenge, and be interesting and engaging. Boredom is a sign that the task may have become mechanically repetitive for the child and of little cognitive value. Learning can take place with or without mediation. In the case of the latter, the social context and interactions, especially with those who are capable, provide avenues for learners to work at cognitive levels above their own.

10 A curriculum is what constitutes a total teaching-learning program composed of overall aims, syllabus, materials, methods and ASSESSMENT . In short it provides a framework of knowledge and capabilities, seen as appropriate to a particular level. Evaluation not only measures the progress and achievement of the learners but also the effectiveness of the teaching materials and methods used for transaction. Hence evaluation should be viewed as a component of curriculum with the twin purpose of effective delivery and further improvement in the teaching learning properly understood, evaluation or ASSESSMENT will not be perceived as something administered by the teachers and taken by the learners on the conclusion of a period of learning. When evaluation is seen as an end of the learning exercise, both the teachers and the learners will tend to keep it outside the teaching-learning process, rendering ASSESSMENT broadly irrelevant and alien to the curriculum.


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